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Reasons for teaching art and design.
Mindmap von Amy Williams9517, aktualisiert more than 1 year ago
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Erstellt von Amy Williams9517
vor etwa 10 Jahre
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Why Teach Art and Design?
- Helps children become
better learners
- NC: “experiment, invent and
create their own works of
art” (DfE 2013, p176).
- cognitive skills
- Art develops
cognitive skills (Tarr
and Thomas 2000)
- Art develops
cognitive skills (Tarr
and Thomas 2000)
- resilience, positivity, flexibility,
risk-takinng and persistence
- modifications are
evaluated not criticised
(NACCCE 1999).
- verifies that ideas don’t
have to succeed first
time (Stephens 1994)
- different outcomes
steers away
feelings of right and
wrong (Robertson 2014)
- modifications are
evaluated not criticised
(NACCCE 1999).
- TASC framework
(Wallace 2001)
- Blooms Taxonomy:
higher order thinking
- Blooms Taxonomy:
higher order thinking
- independence
and curiosity
- NC: “involve exploring,
investigating,
experimenting, playing,
reflecting” (EAG 2014, p1).
- NC: “involve exploring,
investigating,
experimenting, playing,
reflecting” (EAG 2014, p1).
- cognitive skills
- “evaluate and analyse creative
works” (DfE 2013, p176)
- effective
questioning
- critical
thinking
- creative thinking always involves
critical thinking (NACCCE, 1999, p33)
- creative thinking always involves
critical thinking (NACCCE, 1999, p33)
- critical
thinking
- effective
questioning
- improve own learning
- NC: Sketchbooks:
reflect for
progress
- NC: Sketchbooks:
reflect for
progress
- NC: “experiment, invent and
create their own works of
art” (DfE 2013, p176).
- Enhances ceativity
- creative
curriculum
- Explore Art through stimulating
experiences. e.g. nature, senses,
galleries, professionals or the streets
- creativity in education is in
policies in almost every country
in the world (Das et al 2011)
- creativity in education is in
policies in almost every country
in the world (Das et al 2011)
- Explore Art through stimulating
experiences. e.g. nature, senses,
galleries, professionals or the streets
- Essential in
society
- contributes to the “culture,
creativity and wealth of our
nation” (DfE 2014, p176).
- pupils’ are accountable for
future culture and
invention (Bamford 2006).
- pupils’ are accountable for
future culture and
invention (Bamford 2006).
- contributes to the “culture,
creativity and wealth of our
nation” (DfE 2014, p176).
- Acheivement
- spatial intelligence strength
can flourish (Gardiner 2011)
- discovering strength increases
self esteem and motivation in
education (NACCCE 1999)
- discovering strength increases
self esteem and motivation in
education (NACCCE 1999)
- spatial intelligence strength
can flourish (Gardiner 2011)
- creative
curriculum
- Develops physical skills
- improves fine
motor skills and
visual perception
- NC: “develop a wide range of art and
design techniques … with a range
of materials” (DfE 2013, p176).
- NC: “develop a wide range of art and
design techniques … with a range
of materials” (DfE 2013, p176).
- improves fine
motor skills and
visual perception
- Improves social skills
- peer support,
guidance and feedack
- improves artwork,
self-esteem and
peer relationships
(Hallam et al 2014)
- improves artwork,
self-esteem and
peer relationships
(Hallam et al 2014)
- Talk for learning
- helps to think, develop,
learn and understand
(Dawes 2008).
- Social Constructivism: children learn
through dialogue (Pritchard 2009).
- language is a ‘tool
for thinking’,
(Dawes 2008)
- helps to think, develop,
learn and understand
(Dawes 2008).
- Speaking and
listening
- peer support,
guidance and feedack
- inclusion
- alternative form
of communication
- NC: use art to “share their ideas,
experiences and imagination”
(DfE 2013, p176).
- ‘visual language’
(Cox and Watts 2007)
- benefits
communication
barriers or
reluctant writers
(Robertson 2014)
- benefits
communication
barriers or
reluctant writers
(Robertson 2014)
- ‘visual language’
(Cox and Watts 2007)
- express problems
and feelings
- NC: use art to “share their ideas,
experiences and imagination”
(DfE 2013, p176).
- multisensory
- inclusion of pupils with
a sensory impairment
(Cox and Watts 2007).
- inclusion of pupils with
a sensory impairment
(Cox and Watts 2007).
- involves skills
from across
the curriculum
- Different
intelligence
strengths
(Gardiner 2011)
- Different
intelligence
strengths
(Gardiner 2011)
- alternative form
of communication
- Can support other subjects
- Arts as a Tool for Learning
Across the Curriculum (Das
et al 2011).
- ensures art is not
marginalised
(Russell-Bowie 2009)
- improves achievement
across education
(Bamford’s 2006)
- ensures art is not
marginalised
(Russell-Bowie 2009)
- apply skills and knowledge
from one subject in the
context of another (QCA 2014)
- Take One Picture:
artwork supports
other subjects (The
National Gallery
2014)
- extends subject knowledge as
well as develops transferable
skills (Das et al 2011).
- Take One Picture:
artwork supports
other subjects (The
National Gallery
2014)
- Arts as a Tool for Learning
Across the Curriculum (Das
et al 2011).
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